University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.

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2011-08-12T12:30:17Z

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2011-08-12T12:30:17Z

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2004-12

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http://hdl.handle.net/10019.1/16077

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Thesis (PhD)--University of Stellenbosch, 2004.

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ENGLISH ABSTRACT: This study set out to develop and test a Computer Aided Instructional Resource for
Physical Science in Grades 11 and 12. The software was tested in the context of
Newtonian Mechanics. This study differed from most other studies in that it did not
develop or test tutoring-type software that the learner uses on a one to one basis in a
computer laboratory. It did, however, test and develop software to be used by the teacher
in the classroom while teaching.
A theoretical framework is presented, built on experience-based as well as literature-based
theory. In this framework, the effects of computer interventions on the teaching and
learning situation as reported in the literature are viewed within the South African context.
In the light of what is reported in the literature, the education authorities’ attempts to
disseminate the curriculum with the use of technology, are questioned. Reasons for not
doing a quantitative assessment of learner understanding of concepts are presented with
reference to criticism in the literature against such assessments. The dissertation reports
on the type of questions that need to be asked according to the literature. This discussion
then leads to research questions that describe a process for the developing and testing of
a resource that could assist teachers in teaching Physical Science.
Developmental methods as well as ways of assessing had to be researched to determine
the best way in which such a resource could be developed and tested. During this
research it was found that the implementation of Information and Communication
Technology (ICT) to deliver the curriculum had focused more on the development of
tutoring type software and it seemed that the use of computers for actual classroom
instruction did not receive as much attention. It was however possible to identify
developmental and assessment principles that were common to research that had been
done and the project that is reported in this dissertation.
The Computer Aided Instructional Resource (CAIR) was developed by the researcher in
the form of a presentations package that the teacher could use in the classroom while
teaching. It was tested in a Prototyping Stage in the researcher’s classroom before being
tested in eight project schools during the Piloting Stage. This was done by connecting
personal computers up to 74cm televisions and then displaying the CAIR on the TV whileteaching. This was made possible by TRAC South Africa that funded the project. It also
provided an opportunity to assess the use of the TRAC system in the same schools.
After assessment criteria had been identified, assessment instruments were developed to
assess the project in different ways. There were questionnaires for each stage to be
completed by learners and teachers as well as an observation instrument that was used by
the researcher during classroom visits. These assessment instruments made it possible to
assess the CAIR with respect to didactical, visual and technical considerations.
Results of the empirical study are presented under the assessment criteria that had been
identified and are discussed with reference to the original research questions.
The results of the assessment were very positive for both the CAIR and TRAC systems.
The study has however tried to focus on the negative rather than positive outcomes to
present as unbiased a picture as possible of the assessment results. It was also
necessary to focus on the negative to determine how and where the CAIR could be
improved and, to make recommendations regarding the implementation of the TRAC
system.
Recommendations are also made for immediate action and further investigations.